臺灣博碩士論文加值系統

本研究旨在探討不同情境干擾下的練習安排對於序列性舞蹈動作學習的影響。實驗以24位無華爾滋動作學習經驗的大學生為參與者，隨機分派至集團練習組（低情境干擾）與隨機練習組（高情境干擾），要求實驗參與者練習交換步、右轉步與左轉步等三種不同的華爾滋基本動作，這些動作均屬於結合節奏與空間的序列性工作。實驗經過不同情境干擾程度設計在連續三天的108次動作獲得期練習後，進行48小時後保留測驗及1週後保留測驗。實驗參與者的動作表現由專業運動舞蹈教師評分並計算評分者間的信度考驗約達.72，再測信度達.99。每次動作表現評分的資料則進行2（練習安排）×6（練習時程）混和設計二因子變異數分析。結果發現，交換步與右轉步動作表現在高、低情境干擾的動作獲得期並沒有產生明顯差異（p > .05）；但是在保留測驗中，高情境干擾的隨機練習組在三種實驗工作表現均較低情境干擾的集團練習組為佳（p < .05），顯示高情境干擾的隨機練習在本研究的動作學習係屬於學習變項，而有助於序列性華爾滋舞蹈動作學習。在結合音樂節奏與方向改變的舞蹈動作中，重複練習相同動作的集團練習組，讓學習者忽略動作該注意的細節部分，在練習中造成錯誤動作多次出現，而影響動作的表現。

The purpose of this study was to examine the blocked-random effect considering the mechanism of contextual interference (CI) on learning serial dance skills. Twenty-four university-age and novice participants practiced basic Waltz steps (closed change, reverse turn, and nature turn) under either low CI (blocked practice) or high CI (random practice) through random assignment. All the tasks were series of movement and performance with the accuracy of time signature and spacing. All participants performed 108 acquisition trials in three continual days, followed by delayed retention trials (20 for 48 hours delayed and 20 for one-week delayed). A scoring rubric for basic Waltz technique developed by authors was used to assessing the performance at the beginning practice, the ending performance of every acquisition day, and two delayed retention tests. The interrater reliability between expert DanceSport teachers was around .72 and test-retest reliability was .99. The differences in the score of basic Waltz were analyzed by 2 (conditions of practice) × 6 (performing stages) mixed design two-way ANOVA with an alpha level of .05. Results showed there were no difference between the low CI group and the high CI group for three movements of Waltz during practice session (p > .05). However, the high CI practice in three movements of Waltz had been showed to be mostly as beneficial as the low CI practice (p < .05). It indicated the high CI in this study was a learning variable for the benefit of the learning serial Waltz movements. The group of low CI practiced the same movement repeatedly usually missed the required component and the group were also affected to perform the wrong movements repeatedly during the acquisition period.

中文摘要……………………………………………………………………i
英文摘要……………………………………………………………………ii
謝誌…………………………………………………………………………iii
目錄…………………………………………………………………………iv
表次…………………………………………………………………………vi
圖次…………………………………………………………………………vii

第壹章 緒論…………………………………………………………………1
第一節 問題背景…………………………………………………………1
第二節 研究問題與假設…………………………………………………6
第三節 名詞解釋與操作性定義…………………………………………6
第四節 研究範圍與限制…………………………………………………8
第五節 研究的重要性……………………………………………………9

第貳章 理論基礎與文獻探討………………………………………………10
第一節 基模理論與類化動作程式………………………………………10
第二節 練習安排對動作技能獲得的影響………………………………13
第三節 情境干擾的相關研究……………………………………………18
第四節 結語………………………………………………………………23

第參章 研究方法與步驟……………………………………………………24
第一節 實驗參與者………………………………………………………24
第二節 實驗設計…………………………………………………………24
第三節 實驗工作分析……………………………………………………27
第四節 實驗流程與步驟…………………………………………………28
第五節 資料處理與分析…………………………………………………30

第肆章 結果與討論…………………………………………………………32
第一節 評分者信度檢驗…………………………………………………32
第二節 華爾滋基本動作各組初始能力之比較…………………………32
第三節 交換步動作表現之比較…………………………………………33
第四節 右轉步動作表現之比較…………………………………………37
第五節 左轉步動作表現之比較…………………………………………41
第六節 綜合討論…………………………………………………………44

第伍章 結論與建議…………………………………………………………48
第一節 結論………………………………………………………………48
第二節 建議與應用………………………………………………………49

引用文獻 ……………………………………………………51
中文部分…………………………………………………………………51
英文部分…………………………………………………………………52

附錄
附錄一 華爾滋練習動作………………………………………………………56
附錄二 評分標準………………………………………………………………58
附錄三 評分表1……………………………………………………………….60
附錄四 評分表2……………………………………………………………….61
附錄五 評分表3……………………………………………………………….62
附錄六 評分表4……………………………………………………………….63
附錄七 評分表5……………………………………………………………….64
附錄八 評分表6……………………………………………………………….65
附錄九 評分表7……………………………………………………………….66
附錄十 評分表8……………………………………………………………….67
附錄十一 參加者須知及同意書……………………………………………..68
附錄十二 專家效度之運動舞蹈教練、裁判名單及其資歷………………..69
附錄十三 各組得分平均數標準差…………………………………………..71
附錄十四 交換步事後比較摘要表…………………………………………..72
附錄十五 右轉步事後比較摘要表…………………………………………..73
附錄十六 左轉步事後比較摘要表…………………………………………..74



表 次
表1 各組參與者的年齡、身高、體重平均數與標準差………………………24
表2 華爾滋動作（練習動作）…………………………………………………27
表3 獲得期及保留測驗動作順序………………………………………………29
表4 交換步二因子變異數摘要表………………………………………………33
表5 交換步單純主要效果變異數分析摘要表…………………………………34
表6 右轉步二因子變異數摘要表………………………………………………37
表7 右轉步單純主要效果變異數分析摘要表…………………………………38
表8 左轉步二因子變異數摘要表………………………………………………41
表9 交換步不同練習組的平均數與標準差……………………………………71
表10 右轉步不同練習組的平均數與標準差 …………………………………71
表11 交左轉步不同練習組的平均數與標準差 ………………………………71
表12 交換步隨機組事後比較摘要表 …………………………………………72
表13 交換步集團組事後比較摘要表 …………………………………………72
表14 右轉步隨機組事後比較摘要表 …………………………………………73
表15 右轉步集團組事後比較摘要表 …………………………………………73
表16 左轉步隨機組事後比較摘要表 …………………………………………74
表17 左轉步集團組事後比較摘要表 …………………………………………74



圖 次
圖1 實驗空間設計…………………………………………………………………26
圖2 實驗流程圖……………………………………………………………………28
圖3 交換步動作表現得分平均數曲線圖…………………………………………36
圖4 右轉步動作表現得分平均數曲線圖…………………………………………40
圖5 左轉步動作表現得分平均數曲線圖…………………………………………43

引用文獻
中文部分
王瑜嘉（2006）。提示情境與動作經驗對序列動作時間精確性的影響。未出版碩士論文，國立臺灣體育學院，臺中市。
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張智惠（1999）。動作學習的情境干擾與老化效應。未出版碩士論文，國立臺灣師範大學，臺北市。
張智惠、卓俊伶（1998）。不同情境干擾對自我配速動作空間準確性及錯誤偵察能力學習的影響。體育學報，25，209-218。
張智惠、卓俊伶（1997）。練習的安排：動作間與動作內的情境干擾。體育學報，23，299-310。
黃于庭、張光銘（2003）。社會變遷與臺灣社交舞的發展。第五屆東北亞體育運動史學術研討會專刊（p. 78）。嘉義縣：吳鳳技術學院。
黃心怡（1998）。科學化舞蹈訓練法的探求。大專體育雙月刊，40，58-63。
趙群倫（2004）。運動舞蹈者在注意力限制下的平衡控制效應。未出版碩士論文，國立中正大學，嘉義縣。

英文部分
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